CSTP

3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic (9/22/20) content standards and content standards. ways that ensure clear make relevant
content standards instruction. (5/6/21) 11/6/21 connections and connections to standards
relevance to students. during instruction and
2/21/22 extend student learning.

I know the subject matter In math, I have been As a class, we go over the I spend my prep-time
that I have to teach, but I having my students work standards we are planning for my next
am also relearning the on open-ended math covering in certain lessons. While doing that,
content to be able to questions. These assignments. During I also get caught up with
teach it to my students. I questions do not always math, I will project the the curriculum and seek
use the academic have all the numbers standards on the board out additional
language and vocabulary need for students to work after the lesson and ask instructional strategies to
that is in the TE’s. with. This helps students students what they help support my teaching.
(9/22/20) figure out what types of learned that day and We use Go Math for our
numbers are appropriate what standards we math curriculum and
in certain "real-world" covered. 11/6/21 there are some great
situations, as well as videos that help me break
develop the math skill at down the lesson to better
hand. Every open-ended teach it to my students.
math task has the 2/21/22
standard on it, which we
discuss as a class or via
google classroom. This
way, the students know
what it is they should be
learning when
accomplishing the task.
(5/6/21)

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. 2/21/22 Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. (5/6/21) Provides explicit teaching Provides explicit teaching academic language, and
student development of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching idioms, key words with language, text structures, directed goal setting,
ensure student of essential content multiple meanings, and grammatical, and stylistic monitoring, and
understanding of vocabulary and academic language in language features to improvement. Guides all
subject matter associated academic ways that engage ensure equitable access students in using analysis
language in single lessons students in accessing to subject matter strategies that provides
or sequence of lessons. subject matter text or understanding for the equitable access and deep
Explains academic learning activities. range of student language understanding of subject
language, formats, and 11/6/21 levels and abilities. matter.
vocabulary to support
student access to subject
matter when confusions
are identified. (9/22/20)

We review vocabulary We go over explicit I am aware of the
and academic language vocabulary in ELA, math, different types of
whenever we can. I and social studies (my co- knowledge that are
consistently check for teacher teaches science). I necessary to master each
understanding with like when my students lesson and objective. I am
vocabulary throughout use the essential aware of the social skills
my lessons. I explain how vocabulary that we are and effective
the vocabulary and learning and try to make collaboration and how it
academic language helps sure they understand relates to student
use understand what we how it relates to the development. I
are reading and how it learning concepts. particularly like to focus
can it help us in math as 11/6/21 on math vocabulary
well. (9/22/20) during out math lessons
and make sure that my
In math, each lesson students are using the
builds on top of the vocabulary properly.
previous lessons. During 2/21/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
one of our lessons, we
were using an addition
math strategy that my
students had learned in
second grade. I mention
that at the beginning of
math lesson so that my
students are aware of the
concept. I also try to use
the same "math language"
that my students may
have heard from the
previous year to help
them recall the
information. (5/6/21)
















CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. (5/6/21) extend student instruction.
facilitate student matter. (9/22/20) understanding. 11/6/21
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 2/21/22
I am working on how my Our government unit in I know the content that I Before I teach a lesson, I
lessons build on each ELA was about learning am teaching to my like to begin by activating
other and offer more how different groups of students so that I can prior knowledge and
rigorous learning from people got the rights they accurately answer review what information
lesson to lesson. I try to deserved. We discussed questions. I organize my was taught before so that
connect current events people like Rosa Parks instruction based on how my students can connect
and real world and Martin Luther King Jr. well the students are to the new material.
applications to what we who helped get rights for understanding the 2/21/22
are learning so that there African Americans. My information. 11/6/21
is more understanding of students had many
the content. (9/22/20) questions about why
people were treated
differently because of
their skin color. Having
these discussions helps
all my students better
understand certain
subject matters. (5/6/21)

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. (9/22/20) diverse learning needs. understanding knowledge of subject
(5/6/21) 11/6/21 connections within and matter.
across subject matter.
2/21/22
I use the instructional At the end of our My students stay engaged
strategies that are government in ELA, my while learning. Each
provided in the students wrote an activity and strategy is
curriculum, but also talk opinion paragraph about selected purposefully to
with colleagues and why different groups of allow myself to properly
explore online to find people deserved the right assess my students as
new ways of explaining to vote. Students were they participate. 2/21/22
something to increase working on their opinion
student understanding. writing and using text
(9/22/20) evidence to back up their
reasons. They were also
working on improving
their academic language
and using language from
the text to help them in
their writing. (5/6/21)

I love using things like
Pear Deck and Blooket to
assess my students
understanding of the
content. 11/6/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. (9/22/20) and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. (5/6/21) equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. 2/21/22 ongoing links to outside
resources based on resources and support.
individual needs.
11/6/21
I make all subject matter Most weeks, my students I like to make sure that I
accessible to all my read a story on know all technology and
students. I have a few Benchmark (our ELA assistive tools that are
students that need curriculum platform) and available for each lesson
different write a writing response so my students have
accommodations when it that they turn in on our access to it while I teach.
comes to certain material. google classroom. I have Graphic organizers,
I utilize Google adapted the "distance google classroom, and
classroom, Benchmark, learning materials" that virtual math
Think Central, and Benchmark has created manipulatives are all
Discovery Ed. to get for this school year. I available for students to
content out to my make a copy of the google use. 2/21/22

students. Each student is slide they provide and
different with what they push that out to my
can handle, and I help students. The slide
make accommodations provides the writing
along the way as I see fit. prompt they must
(9/22/20) answer. (5/6/21)

I utilize our online math
curriculum every day to
assess my students. We
use Think Central to go
along with our Go Math
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
curriculum. Students
complete homework
questions online to help
their understanding.
11/6/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning


Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
in English language
learners and student
Provides adapted materials development. 11/6/21 Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
provide equitable access content. (9/22/20) Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. (5/6/21) SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
2/21/22
I don’t have any English I try to consistently use I talk with our EL
Learners in my class this academic vocabulary specialist on how to
year, however, I have one throughout my lessons. implement ways of
student with an IEP that I In my class, I only have scaffolding and support
make accommodations one student with the label to help my English
for based on his IEP and of an English Learner. learners. I also
with working with his She is very advanced, and differentiate instruction
case manager. We have I believe will be when necessary. 2/21/22
set up a plan to better reclassified soon. With
help his learning through that being said, I do have
different materials than some students that are
the rest of the class. I do low readers, and using EL
offer all my students strategies has been
differentiated options helpful for them. Using
with most of my academic language is very
assignments. (9/22/20) helpful for them.
(5/6/21)

For my EL’s and students
with special needs, I am
consistently seeking new
information and ways to
fill the gaps from other
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

educators. Our resource
teacher is a huge help in
so many ways. 11/6/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning


Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. (9/22/20) content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student support of learning plans instruction. Supports families, leadership, and
to ensure that student
with special needs to and goals. services are provided, and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. (5/6/21) Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. 2/21/22 effective implementations of
11/6/21 referral processes.
I have viewed my I use differentiated
students C.U.M and have instruction and
looked at their profile on accommodations to help
Aeries to help me identify with my student’s needs.
what their special need is There are aides in our
and how to assess for pod that help our
strengths and provide students with special
appropriate challenges needs. I communicate
and make with these aides to
accommodations during ensure their academic
instruction. (9/22/20) success. 2/21/22

Unfortunately, my one
student with special
needs left my class in the
middle of the school year
to start homeschooling.
However, before that, I
communicated regularly
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

his special education
teacher and went to IEP
meetings. I also sent out a
progress report to his
parents every two weeks
so that we could monitor
him together. (5/6/21)

I try to document
everything as I go for all
students to help with
intervention needs. I use
data from online learning
services, writing samples,
reading reports, and so
much more. 11/6/21